Last week, we highlighted at some of 51ÁÔÆæ-published texts that fit into the spirit of the American African Read-In. Let’s take a look at some additional texts and celebrate these member-authors!
In , Marcelle Haddix examines how English and literacy teacher education—a space dominated by White, English-monolingual, middle class perspectives—shapes the experiences of preservice teachers of color and their construction of a teacher identity. Read a from the Wisconsin English Journal.
will compel scholars and students alike to think about what they know of African American rhetoric in fresh and useful ways. Nicole Ashanti McFarlane from Clemson University wrote a review of this text and titled it, “.”
introduces gospel literacy, a theoretical framework analogous to gospel music within which to consider how the literacy activities of the Civil Rights Movement illuminate a continual interchange between secular and religious ideologies. Read more about this text in this 51ÁÔÆæ blog post, “.”
Carmaletta M. Williams provides high school teachers with background on Hughes and the Harlem Renaissance as well as help in teaching Hughes’s poetry, short stories, novels, and autobiography in . In this , students connect to a study of Langston Hughes’ poetry to his place in history.
Check back in a week — we’ve got still more inspiring 51ÁÔÆæ texts to share with you!